Learning from the Land: What is Sustainability in Agriculture?

Final Presentation

PowerPoint Presentation Link

Our presentation to wrap up the quarter touches on our learning objectives and how we proved proficiency in them.

Final Self Evaluations

(Nicco) Though the whole of my studies, my overall educational goals are to germinate and nurture community resilience through land connection and access to fresh foods and medicines. My educational goals in “Learning from the Land: What is Sustainability in Agriculture?” were: to develop an introductory level of understanding in permaculture and organics theory and design, as well as experiential learning in community gardening and organization. 

Although I do not attend regular lectures or seminars, I feel that learning is as abundant as my interest in place, people, and food. My expectations are my own, this allows me to feel directly empowered to seek out new knowledge and experience. To create and maintain plots following sustainable agricultural ideas in the community garden, my contract partner Mila H and I provided a place for seeds to propagate and sowed seeds, removed garbage and hazardous materials from the community gardens, researched and designed companion-crop based planning and garden mapping, and prepared beds. These activities have invited observational learning and the question: what is the natural pattern? to the forefront of my independent studies. With the goals to improve communication and community development, connect students to the land, and provide a space for community to gather and grow foods and medicines; I have connected and coordinated with SCARF (Students for Community Agriculture and Regenerative Farming), and found work parties to be the most important and influential ways of making tangible change. 

Throughout the Winter 2023 quarter I have documented my time and work in my WordPress ePortfolio. To gain knowledge of different theories of agriculture through research, my studies through experience were further complimented when companioned with texts such as Masanobu Fukuoka’s The One Straw Revolution, Leah Penniman’s Farming While Black: Soul Fire Farm’s Practical Guide to Liberation on the Land, GRuB’s Tend, Gather, Grow curriculum, and Hugh Lovel’s A Biodynamic Farm for Growing Wholesome Food. From these readings I have learned to always ask more questions through observation before any action, of place-based ideas of permaculture and organics design, to seek out community support, and to move towards connection and good health with nature over production. 

Over the term I worked hard to develop the skills of time management and adaptability. These skills are essential in coordinating and revitalizing community spaces, and I have felt the most development of them from student work parties, communicating with outside groups, and designing weekly activities and assignments. 

I anticipate my next steps in my educational journey to involve more work in experiential learning in natural environments. In my life, I hope to use what I have learned throughout this study to build connections with my community through food, medicines, and the learn from Indigenous ways of knowing.

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(Mila) I created this program: “Learning from the Land: What is Sustainability in Agriculture?” with my partner Nicco to gain a greater understanding of agricultural theory and community gardening. I wanted to take aspects of different theories and existing community organizations to develop my own practices. During this quarter (Winter 2022-23) we were expected to read books centered on agriculture (organic, permaculture, and biodynamics), prepare program plots in the community gardens to grow food for students, and be active with our community through clubs and programs. I feel that I have exceeded these expectations.

Along with Nicco, the help of SCARF (Students for Community Agriculture and Regenerative Farming), some “Forest, Farm, Shellfish Garden” students, and a few community members, we were able to remove trash, clear and prepare the program plot and extra plots, connect with past gardeners, reorganize the greenhouse and toolshed, restore community spaces, transplant shrubs, and turn abandoned compost piles.

In terms of agricultural theory, I feel that I learned more about and highly appreciated natural farming (a type of permaculture). I expanded my knowledge of Indigenous beliefs and values in relation to food. I learned more about conventional agriculture through the lens of different practitioners, as well as saw conventional practices being used in Organic and Biodynamic farms. A key point I discovered for myself was how one could not truly be sustainable unless working in synchronization with nature and natural cycles.

During this quarter, I was an active member in SCARF: attending meetings, joining work parties to restore community spaces, and planning ways to benefit the student community through agriculture. I also connected with students from FFSG to share our progress in the gardens, work together, and prepare food with. The tools from this quarter that I found most helpful were the texts “One Straw Revolution”, the “GRuB Tend, Gather, Grow Curriculum,” and work parties where we could join with fellow students to benefit community spaces.

I faced the challenge of preparing a website post each week and feel that I did very well regarding it. I plan to apply my knowledge from this quarter in my future programs, as well as in my home community. Understanding more about agriculture will help to provide a basis for the regenerative agriculture I wish to uplift my community through. I feel that I have learned valuable communication skills of observation, mindfulness, and care through Indigenous teachings, all of which I will use to connect with and benefit the people around me. I am excited to continue this ILC next quarter, when we will be able to sow seeds, connect more with community, and enjoy the surrounding nature.

Reimagining the Community Garden

When you walk through the community gardens, you will see many large plots. Over the years of abandonment, neglect, and lack of regulation, the garden plot boundaries have been dissolved. Many current (or absent?) community gardeners have plots 5 times the original size.

Our proposal is to re-establish the sizes of plots in order to provide access for students interested in growing their own food. As previously mentioned, many students suffer from food insecurity. Our belief is that those who do not have access to healthy, local, and sustainably grown food should be provided space to grow their own.

We understand that the Farm community gardens are a good walking distance from student housing and that many students are not able to set aside time or walk long distances (many students do not have cars either, not to mention gas prices for those that do). We strongly support the RAD gardens, which are much more accessible to students who live on-campus.

The Farm community gardens have historically been a place to “spread organic gardening practices to people who otherwise would not get the opportunity to learn to love it…” (Welcome to the Community Gardens, 2014) The community gardens might be better suited for students already on The Farm who want to explore their own methods of farming or gardening. There should be plots specifically for student projects, as well as spaces for students to grow their food.

Compost Plans and Mixin’

This Wednesday 3/8/23 with the help of the Farm tractor, we were finally able to turn the compost piles that had been previously overfilled. The container wall that was built by a past community garden club is being pushed over, and the signs labelling each section are faded and non-applicable now. Our goal is to allow time for the pile to decompose enough to be usable, and then open it for use. Hopefully, after people use a chunk of it, it will then be easier to move out of the way for a container wall redo.

Collecting contact information on plot ‘owners’ (history of the gardens)

While searching through old agriculture clubs files and records, we found lots of information on past policies, mapping, and plot ownership; however, none of the files were from the last 3 years. This makes finding out who gardens where difficult, but we are hopeful that our plans will lead to more knowledge.

After searching through files, we made posters with the SCARF members we were working with. Among these posters were flyers for students to join the club and posters to get in contact with community gardeners. We also plan to make individual notices for each plot in the garden to further increase awareness. The posters ask that if anyone has or wants a plot, they get in contact with SCARF to share details about which plot they garden (if they have a plot), or ask for one.

In our goal to re-structure the gardens, we have to think about those who work there. We plan to give a full years notice that the plots will be redone, allowing time for anyone who needs to clean up. This will also let anyone who has already started work in their plots to finish the growing season without being shut down.

Community Gardens’ History (digging up old files)

SCARF (Students for Community Agriculture and Regenerative Farming) and the Community Gardens share a cubicle space in the Student Activities section of the CAB building on the Evergreen State College campus core. This cubicle is open for any SCARF members and has many old documents and files tucked away. This is where we have found the most recent and relevant history of the Community Gardens at Evergreen.

The Community Gardens were founded in 1982 and originally in Demeter’s Garden (for 18 years). Historically the gardens have held space for student research, community gardeners, and seed saving trials. The Community Gardens have also been utilized by the Organic Seed Alliance as well as GRuB (Garden Raised Bounty) and in connection with the Gleaners Coalition and the Thurston County Food Bank. Fresh produce from the garden was also donated to students.

After a lapse in stewardship, the Community Gardens have fallen into a grey area for management and state of disarray. Now, the Community Gardens are receiving more attention and care than they have in years, and with the full support of SCARF and Food & Agriculture faculty, the gardens are well on their way for a re-design.

This week we used…the Grub Garden Growing Guide (GRUB Garden Project Planting Schedule), Sowing Seeds in the Desert by Masanobu Fukuoka.

Please consider taking this quick survey about student community gardens/spaces on campus. The survey is intended to evaluate the accessibility of community garden spaces, the relevancy of what plants are grown, and understand how students can best support other students in achieving food security. All questions are optional (:

Community Board

The community boards (both in the tool shed and the greenhouse), are open to anyone who wants to post material. What resources would you like to be able to find in your community space?

The Community Garden tool shed has a growing library of texts for practical gardening/farming knowledge and for leisure reading. There are also old photos of garden members pinned up around the shed like a miniature museum. Got some art or info you’d like to add to the community space? Come decorate or post your event/resource.

Starting Seeds

It is nearing the time for us to begin seeding. The greenhouse is not much warmer than outside, and temperatures have been dipping into the low 30’s at night. Regardless of this, we have planted a couple trays of onions.

Our next step for seeding will be to wait for frost to pass and hope it doesn’t come back. We will then begin direct seeding flowers, peas, spinach, and an assortment of other delicious things. We will also plant our cover crops, to grow over the next year.

While we think about what we want to plant, we are also thinking about the next years. Who else might use this space (now or later)? What plants will stay, reseed, or regrow? How can we pass the idea/practice of regeneration to the next caretaker of this area? Seed saving is also another method we encourage. Buying seeds each year is not be sustainable for everyone. If all community gardeners saved their seeds, took what they needed, and offered the rest to other community members, we might be able to sustain a public seedbank on campus.

Accessible & Free Garden Area

The accessible garden area is aimed to be free for student harvesting with priority to those who are most in need and those with mobility aids, will include raised beds, a pollinator garden, and perennial plants for seasonal harvesting. We hope to turn the space into a place to relax among flowers and community.

Plot Prep

The program plot had a large trench dug where the potato row was planted. We started prepping the plot by filling in this hole with nearby soil, roughly leveling it. We then began transplanting the existing kale plants into our designated kale area. Assuming the kale is biennial, it should flower this year and then seed itself for next year. We will also plant seeds to grow the first year greens as well.

Our next step for prep was to make an outline for pathways. Using the map we devised, we marked each vertex with a stake. With this outline in place we can now see where we will need to flatten and weed. For now, all of our prep is done and we can start the paths.

Rebuild Paths

To begin making the paths, we laid down cardboard to stop weed growth. We used discarded cardboard from around the garden, and a bit from the Farm recycling. We then shoveled a wood bark/branch mulch over the weed barrier.

We wanted our path to not follow the regular row system in most other plots and farms. The path in our plot winds through different areas in a shape akin to a river or tree. This sort of path looks more organic, like trails through the mountains.

Greater Garden Area Maintenance

Greenhouse…

A fellow SCARF member, Josh, helped fix the doors while we started seeds. The front door screen has been re-attached, and the back door was bent back into door shape. The next step in the greenhouse is working on the wall/ wall panels. We will need to re-attach the paneling with new screws, as well as connect the wall supports back to the frame. It may also be a good idea to add support to other panels, as they flap viciously in the wind.

The community boards (both in the tool shed and the greenhouse), are to be open to anyone posting material. What resources would you like to be able to find in your community space?

Want your own garden?

Get in connection with SCARF (Students for Community Agriculture and regenerative Farming)!

Business meetings every second and fourth Friday of the month at 4:00PM-6:00PM @ the farm house (bring food if you want)!

Work parties every Friday! 1:00PM-4:00PM

Contact: SCARFatTESC@gmail.com

Instagram: @scarf.evergreen

This week, we joined with fellow students and faculty to renew community spaces. We will answer questions from the GRuB Ecosystem Garden Guide, discuss plans for the future, and offer other resources for people interested in making a difference.

Do you have lots of willing hands?

Yes! Many students connected with the Food & Agriculture pathway have come forward with ideas and ways they might want to contribute to the Community Garden space and the program plot. We are also in conversation and sharing in labor with farm and food faculty who voice their support for student engagement with these spaces.

Do you have a water source, building materials, tools, or plants you can use?

The community gardens get water from the spigots dotted throughout the area. Currently, the water is off because the spigots are not resistant to freezing temperatures. The Organic Farm manager, Beth Leimbach, oversees water access.

Building raised beds and fixing structures is on the to-do list and only recently have we heard about other students interested in woodworking for their own projects, and faculty working in the woodshop have voiced their support. Hopefully, this collaboration will provide opportunity for some infrastructural change.

The tool shed in the community gardens was recently cleaned and tools inside are now more accessible. Luckily there is also a large amount of tools in Demeter’s Garden’s tool shed, which was cleaned earlier this week during the SCARF (Students for Community Agriculture and Regenerative Farming) work party.

What kinds of support and resources does our community have to offer?

Our community has offered us support and resources in the forms of discussion, physical labor, knowledge from past experiences, voicing their needs, and providing whatever else they can. We feel a strong sense of support from the people around us, and are excited to continue working with them.

Work Parties and Feelings of Community

We have found work parties to be our favorite parties here at Evergreen. Work parties are great way for everyone to get involved with community spaces, spend time in connection with land and others, as well as work towards a common goal. Music, nourishment, ideas, and rest can be shared throughout the duration of work so that everyone can voice their needs and the group can work to uplift and accommodate each other as necessary.

Plans for Front Area/Accessible Garden

The northeast (front/entrance area) of the Community Garden is set to become an accessible garden space for all. We hope to work with student woodworkers to build varying heights of raised beds and wheelchair accessible beds. However, we acknowledge that this idea may take more time than other aspects of our plans for this space. First, we hope to lay paths, cover crop the area with a green manure, plant a pollinator and edible shrub garden, and create a space for students to simply enjoy spending time in a garden.

While thinking about accessibility in our community spaces, we recognize that the majority of the Community Garden is not accessible for the elderly and many people who may use mobility aids. Our hope is to transform this abandoned space into a place where all people feel welcomed and accommodated.

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The front area of the Community Garden was shown some much needed TLC during the Food & Agriculture Pathway Party Work party on 02/22/2023. Our party managed to clear away trash and invasive species like the Himalayan Blackberry as well as prep the space for planting.

For the SCARF 02/24/2023 work party we cleaned the Demeter’s Garden tool shed. Later, the group decided to transplant the blueberries in Demeter’s Garden to the east front area plot of the Community Garden and along the tree-lined north fence. We planted these shrubs with the idea that they may better tolerate the environment in the Community Garden and as a way to increase student access to free and fresh foods on campus.

Trees and Perennial Garden Plot Plans

A previous student at the Organic Farm area has a plot in the community garden focused on growing trees and shrubs. Recently, Steve Scheuerell (who teaches “Plant Propagation and Winter Season Horticultural Practices”) came into contact with this student, redirecting the plot to us. Another student, Sam Jenkins, is working on a project to survey and put edible landscapes into motion on campus. A possibility for the fruit and nut trees, berry shrubs/vines, and medicinal herbs could be to replant them on campus to begin a food source integrated with the campus landscape/grounds.

Another plan would be to foster the plants that cannot be moved, and create more space for anyone in the community to be provided free food. An issue in the community garden that we currently face is the dissolution of mapping and fair sectioning. Many people have plots 2-4 times the average size (10×10) and we have worries that students are not able to have a plot to grow much needed food.

Potentially, the plot could also just become someone else’s. As mentioned above, we want people who need healthy food to be able to access or grow it. There is no reason why we should keep space from being utilized be those who need it.

How to get involved!

SCARF (Students for Community Agriculture and Regenerative Farming): Calendar

RAD Student Gardens: SCARF plans to work in coordination with Daniel Mountain and RAD Services to revitalize the community garden and raised beds nearest to student housing.

Sam Jenkins’ edible campus project: Evergreen Edible Landscape Survey

Alix Vasseur-Landriault’s Master’s thesis project survey:

Indigenous Food Sovereignty in the United States: Restoring Cultural Knowledge Protecting Environments and Regaining Health edited by Devon A. Mihesuah and Elizabeth Hoover, Johnny’s Selected Seeds 2023 Master Catalog, Farming While Black Chapter 5 Feeding the Soil by Leah Penniman.

This week, we will focus on seeds. “Sheryl D. Breen describes the difference between the perception of seeds as discrete material objects -“active storage containers of genetic material”- as opposed to viewing “seeds as responsive beings that are inherently embedded within ecological and spiritual webs of kinship,”… seeds are “living relatives” not property, and relatives should not be “molested, contaminated, or imprisoned.” (Hoover 80)

We want to begin by thanking the seeds that we have been given, the people that have given them to us, the earth that fostered the lives of the plants, and the Indigenous peoples that have stewarded and inhabited this land since time immemorial, the Squi-Aitl band of the Squaxin Island Tribe.

Gifts of Life

It is important to understand that seeds are not something we control, they are not something lesser than us. In order to have a reciprocal relationship with the earth, we must acknowledge the gift of seeds. Without seeds (or bulbs, tubers, etc.) we could not grow food. Seeing this, one can understand the gift of seeds. Seeds can teach us about generosity and giving. We anticipate growing food and healthy soils for those who may come after us.

Giving Back

Are we giving back as much as we take? What can we do to give back? In order for our practice to be sustainable, we must give as much as we take. In order to be regenerative, we must give more than we take. Not only should we give back to the Earth, but to our community as well. What do I have that others may not? How am I sharing what I may not need?

Many aspects of conventional Western agriculture rely on taking without giving. Depleting soil, contaminating seeds, destroying ecosystems, and creating profit. Western conventional agricultural practices like tillage can damage soils’ microbiomes, water retention capacity, fertility, texture, and degrades soil structure. Practices like this leave lasting impacts on land even after the practice is halted, leaving a slow healing scar.

Regeneration is not something that happens quickly, just as our body takes time to heal from physical, spiritual, and emotional wounds. It is not just about soil fertility; exploitation of the land causes destruction of habitat, species loss, imbalance in microbiomes, shifts in climate, and displacement of Indigenous peoples. We hope to assist the soil in re-building itself through cover cropping, not relying on amendments, and utilizing crop rotations. Because we will be growing more annual-based crops, we will not be able to fully restore habitat. However, in creating soil fertility and having year-round ground cover, we hope to provide space for insects, small creatures, bacteria, fungi, and birds.

Seed Budget & Needs

All seed prices and information was taken from Johnny’s Master Seed Catalog 2023.

Cover Crops: Clover (white) $12.75/1lbs, Alfalfa $23.30/1lbs, Hairy Vetch $6.45/.25lbs, Rye $7.20/pkt, Spring Wheat $7.75/1lbs

Total cost for cover crops still needed: $57.45

Primary Crops: Potato ~$24/5lbs, Radishes $5.50/pkt (Rover), Turnip $5.55/pkt (Purple Top White Globe), Leek $5.50/pkt (King Richard), Marigold $5.20/pkt (Red Gem), Summer Savory $4.80/pkt, Yarrow $5.35 (Favorite Berries)

Total cost for primary crops still needed: $55.90

So far, we have obtained most of the needed seeds for the plot from friends, family and the GRuB Seed Shed (donate to the seed shed).

On the Half Shell

Wednesday (2/15), we accompanied the “Forest, Farm, & Shellfish Garden” program for their shellfish harvest field trip on Bushoowah-Ahlee Point, land that has been stewarded by the Squaxin Island Tribe since time immemorial. You can find more information on the renaming of Bushoowah-Ahlee Point here.

We chose to pay gratitude to and acknowledge the gift of the oyster for their nature to sustain and benefit coastal ecosystems, for the life sustaining nourishment they provide, and this harvest which will continually benefit our soils and plants using the oysters’ shells in our composting.

We will apply some of the oyster shells to the program plot after they have been washed and crushed. This will help balance the pH of the soil and allow plants easier access to micronutrients like iron, zinc, and magnesium. The shells that will go unused we plan to return to the shellfish garden where they originally were taken from.

This week, we had the opportunity to connect with other students interested in restoring the Community Garden. This post will be reflection on our past community based learning, as well as our goals and visions for the future.

Food insecurity is very prominent at our school, similarly to most places. We want our project to be a starting point to provide students with healthy, affordable, and regeneratively grown food. We also want to acknowledge the Indigenous peoples who have stewarded this land for time immemorial and who still inhabit the area today, the Squaxin Island Tribe.

While we think of how to involve community, we want our work to be meaningful, accessible, informed, and respectful to others, the land, and Indigenous culture. Careful and intentional thought must put the whole picture into view before setting something into motion. Who does this affect? How can we change this to accommodate people of differing abilities? What will this look like in a year from now? or in 10 years?

We were able to meet with the Winter 2023 “Forest, Farm & Shellfish Garden” program to show our ILC, the process behind making one, and share our progress in the program plot so far. We also joined the class on a field trip to GRuB (Garden Raised Bounty) in Olympia, WA. We spoke to a few of the staff there and felt inspired to do more for our community. Over time we have gained an interest from other students, and anticipate work parties in our future to revitalize the Community Garden space.

Looking forward, we hope to join with our community to share in land-connection, food, and support of each other. After a visit to the GRuB Seed Shed, we are now on track to fulfill our need for seeds we plan to sow in Spring, we have a more full idea of what we can do for the garden as a whole, and are happy to embrace anyone interested in being part of the garden.

– Mid Quarter Self Evaluations –

(Nicco) Although I do not attend regular lectures or community seminars, I feel that learning is as abundant as my interest in place, people, and food. My expectations are my own, this allows me to feel directly empowered to seek and expand my knowledge and experience. To gain knowledge of different theories of agriculture through research, I have spent time reading and annotating the noted and essential reads for my contract as well as developing my skills in online database browsing and exploration of academic research documents through the Evergreen Library and others. In learning to create and maintain plots following aspects of permaculture, organic, and biodynamic as theories of agriculture in the community garden and providing a space for seeds to propagate, I have worked with my partner, Mila, to clean, organize, and remove trash from the community garden’s greenhouse and we remain focused on working to remove hazardous objects and litter from the community space. My readings in permaculture, biodynamics, and organic agriculture continue to stimulate new ways of thinking and provide sustenance for endless questions. To improve communication and community development, connect students to the land, and provide a space for community to gather and grow food/medicine/materials, work in the program plot such as crop planning, garden mapping, clean-up, and observational time, together, help me to envision possibilities to come and bring us closer to revitalizing this community space. Communication between groups and community engagement stand to be our most challenging and essential aspects of the project. These issues call for deeper thought and attention. I look forward to connecting with others through food and the experience of land connection as a community. My hope is to learn from plant and animal teachings as well as continue to ask questions of ourselves and others.

(Mila) Over the past half-quarter, I have developed a deeper understanding of agricultural theories, specifically permaculture and natural farming. Through our readings, I have gained many ideas and perspectives on observation of agriculture and have been trying to observe the world in a more natural sense. I feel that permaculture is a practice that I would be willing to apply many parts of. I have greatly changed my perceptions of what community and working for/with community is, focusing on humility, respect, acceptance, and care. I (along with my partner Nicco) have maintained, tidied, and prepared our Community Garden plot, planned and mapped crops, and revitalized the Community Garden greenhouse. We have been communicating with SCARF members as well as talking to and working with FFSG students. I am excited to begin planting later this quarter and interested to learn more about how to better my community. I want to learn more practical applications of agriculture and continue to develop my observational and reflective skills.

This week, our questions revolve around observation and interpretation of nature.

What is the natural pattern? How can we grow and move in cooperative ease with our environment?

Nature has healed, cycled, and provided for as long as humans know. In nature nothing is taken without giving back. Under modern society many view humans as separate from nature, seeing our differences to other living things as something that makes us better or different. Western agriculture is a major component in this thinking. Nature is not something we know more than, agricultural theories from one place most likely won’t work the same in a different place, and altering the natural cycles of the earth will only lead to detriment.

This week’s resources include: GRuB Garden Growing Guide, Tend, Gather, Grow Curriculum Module: “Ecosystem Garden Guide,” “The One Straw Revolution,” by Masanobu Fukuoka, and chapters four: “Restoring Degraded Land,” five: “Feeding the Soil,” and thirteen: “Youth On Land” from Leah Penniman’s Farming While Black

Principles of Doing

1. No plowing or turning of the soil

When soil is turned over and left bare there are many negative outcomes. Soil loses aggregate stability, water-holding capacity, and ability to hold nutrients.

By basing our agricultural doings on observation and imitation of our environment we can learn from nature’s cycles. “The soil in the forest is never exposed; rather it is covered with humus, leaves, and growing plants. The forest does not stir up its earth; rather it enriches from above. In restoring degraded soils, it is essential that we heed these lessons” (Penniman 86).

To examine this way of thinking with cultivation still in mind, is to observe that “the earth cultivates itself naturally by means of the penetration of plant roots and the activity of microorganisms, small animals, and earthworms” (Fukuoka 34).

This video shows Carbon Dioxide as it is released into the atmosphere. The giant red cloud that appears in March and carries on until July is a direct result of tillage. Tilling removes nutrients stored in the soil and releases them into the atmosphere.

2. No use of chemical fertilizers, fungicides, or pesticides

We plan to have a rich permanent ground cover crop of leguminous nitrogen fixing plants to help the soil naturally maintain its fertility and structure. These crops will be spread throughout the plot and act to enrich the plant and animal community/ecosystem. These plants will also serve as blooms for pollinators and other insects to use.

We know that chemically grown food is not medicine.

3. No weeding by tillage or herbicide

“Weeds should be controlled, not eliminated” (Fukuoka 34).

Weeds can help build soil fertility and the balancing of biological communities in and above the soil, they also help form the structure of soil.

4. No chemical use

“Harmful insects and plant diseases are always present, but do not occur in nature to an extent which requires the use of poisonous chemicals” (Fukuoka 34).

Pests and diseases will be an issue if the environment is unnatural. Natural predators, repellants, and diversions all exist and can help reduce pest damage. Diseases run rampant when the soil and plants are weakened (tillage, dependence on sprays or fertilizers, non-native plants).

Ground Cover & Weeds

When cultivation is stopped, weeds greatly decrease in numbers and variety.

When we think about sowing ground cover, we aim to sow these seeds after cutting back and/or thinning the weeds. After ground cover is grown we will cut it and the weeds back and sow our main crop seeds. This could look like sowing seeds while a proceeding crop is still ripening and having an understory to the garden as a result.

Clover,

Dutch White Clover is a short in height perennial that fixes nitrogen from the atmosphere. This plant is very tolerant of wet environments. Its small white flowers will also serve to attract pollinators.

Vetch,

Hairy Vetch is an annual with great nitrogen fixing capabilities. This leguminous plant improves soil texture and helps to suppress weeds. The crop will overwinter and does most of its nitrogen fixing the following season. Hairy Vetch is often planted with Rye as a nurse crop.

Alfalfa,

Alfalfa is a perennial that fixes nitrogen. It has long taproots that break up compacted soils and brings up subsurface materials. It is also a good plant for bees to forage from.

Compost?

A plot compost bin might be in order. When we think of composting in relation to our soils, we do not wish to amend them so they do not become reliant on supplements. We imagine that a plant in a forest would live, die, and decompose where it grows. This encouraged us to think more about how to imitate or replicate this cycle of life, death, and rebirth within the garden and with safety in mind.

Because compost should be left to rest for three to six months and no crops should be grown in it during that time, we cannot simply allow the plants to return directly to the soil after a harvest. Our goal is to have food available at all times of the year, so we cannot take breaks to wait for compost to break down naturally on our plot. Instead, we hope to build a plot compost bin where all plant materials except for harvested food, can be returned to this bin, which we will use as a light top-dressing to the soil.

“The forest offers an even simpler composting model in the natural decomposition process on its floor. The forest deposits leaves and debris on the ground and microbes eat that detritus from below, forming new soil in the process.”

– Leah Penniman, Farming While Black…95

Non-Native Plants

Plants that are not native to the land you plant them on are not adapted to that part of the world. They may be affected by plant diseases and pest much more, they may overrun native species, they can seriously deplete soil health, and harm animals.

“The foods that are nearby are best for human beings, and things that they have to struggle to obtain turn out to be the least beneficial of all.” (Fukuoka 103)

This week, we begin by asking ourselves questions about community involvement. Our focus fell on inquiries like: “How can we involve our community while acknowledging accessibility and meaningfulness of labor?” We take inspiration from the Alder who teaches us about building community through partnerships with others and offerings based on our own ability. Questions we can ask ourselves to better understand these teachings:

• How can I strengthen my relationship with plants, the land, and spiritual traditions?
• How can I support people who are different than myself? What can I learn from our differences?
• How can I contribute to the health of my community?

From these questions we can imagine what support means to us.

This week’s resources include: GRuB Garden Growing Guide, Tend, Gather, Grow Curriculum Module: “Ecosystem Garden Guide,” referencing the subsections “Design”, “Find the Plants you Want to Grow”, “Invite Gifts of Labor and Resources”, GRuB’s Plant Teachings Cards, and chapter six: “Crop Planning” from Farming While Black

How can we involve our community while acknowledging accessibility and meaningfulness of labor?

The community garden area is in fairly poor shape. There is garbage in many plots and the communal areas, debris in large piles or scattered around, and most buildings look tattered to varying degrees. Because of the way we plan to sow and care for our plot, we do not foresee much help being needed in that. Our focus with involving our community will be caring for and reviving the community garden as a space for people to join and/or grow food.

When thinking of involving our community it is important to understand that everyone has differences in ability. It is also important to think about how we can accommodate those differences in the activities needed to care for this space. How can we make this activity (more) accessible? Respecting others limits and voicing our own helps us to create healthy boundaries and allows us to do what we can without feeling lesser.

Our differences are what makes us stronger together. Just like any ecosystem, every organism helps others in their own unique way. How can we strengthen our community by acknowledging our unique experiences and ranges of ability?

We can involve our community and acknowledge accessibility by recognizing differences in ability and remaining open to all suggestions for change. We want to hold a space where all can ask themselves and others questions and be vulnerable within ourselves and our cooperative action.

Community Garden Goals

• Grow food for/with community
• Enrich the community space
• Learn from the land and each other
• Accommodate all ranges of ability in work and planning
• Help regenerate and steward the land

Design:

Mapping the Garden Plot

Rough draft to tentative final draft. We envision the path winding through beds of plants like a tree or river.

Will the plants change the conditions of an area as they grow to full size?

Yes, all plants will change the conditions of an area. We plan to utilize this in companion planting, as well as attempting to replicate natural cycles and relationships. Squash will grow across the soil, providing a shaded and sheltered environment for insects and other plants. Maize and sunchokes will grow tall and provide a pole for beans to climb. Clover will fix nitrogen from the atmosphere into the soil. Our goal is to grow these plants alongside and in amongst each other, while taking into account the changes they may have on the area.

What to Grow:

Crop Planning

Greenhouse

At the beginning of this week, we finished cleaning the community gardens greenhouse. We began with clearing the space and floor, and then moved soil to fill in gaps. We moved and organized planter pots, cleared the benches, and removed trash.

This week’s post is based off the Tend, Gather, Grow Curriculum Module: “Ecosystem Garden Guide.” In the subsection “Get to Know the Land,” we are offered questions that encourage awareness of the space one is working with. They connect both the history of the land and it’s present state. In our goal to observe and follow nature, these questions help guide us to connecting with the land we will be working with.

What was here before?

We would like to acknowledge the Indigenous peoples who have stewarded this land since time immemorial and who still inhabit the area today, the Squi-Atl Band of Indigenous people of the Squaxin Island Tribe.

Before being clearcut to make way for farmland, the forest ecosystem was rich with native plants. Originally (1972-76), the Community Garden space was pastureland for a cow. Looking at the edges of the field, we can see evergreens and a few alder trees. We can visualize this patch of land being covered again by giant conifers, deciduous trees, shrubs, vines, and herbaceous ground cover.

What exists here now?

Our work will be in Sarah William’s program plot in the community garden. This plot has been used to grow food for student community and educational purposes. From what we know of our plot, the following were grown last year: potatoes, radicchio, tomato, basil, broccoli, peppers, kale, beets, corn, beans, squash, fennel, radishes, and lettuce. Parts of the plot were used to practice permaculture, and others to practice organic farming.

What kind of soil is present?

The soil in our plot is friable (crumbly) regardless of being wet. It is rocky, filled with varying sizes of pebbles. Clay seems to be prominent, as the texture can be smooth and squishy when rocks are removed. The soil has little to no flavor and does not hold much of a shape when compressed.

What “weeds” are growing, and what can they tell us about the soil?

Although unsure what many of the “weeds” growing here are, they carpet the ground mainly between rows (on walkable space). Wherever they grow thickly amongst the edibles, the primary crops seem strong and unaffected by this herbaceous layer. There are also significant areas on the plot that have nothing growing, leaving the soil exposed.

What areas are shady throughout the day?

Seeing as there are large trees surrounding the farm, the south side of the plot seems to get a little less sun throughout the day. The location of the plot in the centre of the community garden is ideal. The whole plot gets full sun for the middle of the day, and dappled sun early and late in the day.

Do certain areas flood in winter?

Across the East fence of the community garden, there is a large dip in the soil. Beth Leimbach, the Organic Farm Manager notes that this area floods when heavy snows or rains appear. This area is right next to the community garden, and may run off into it.

What insects, birds, and other animals visit this space

There is a large fence surrounding the community garden, so deer and other large animals cannot enter. There are always birds in the trees surrounding the farm, and they often float down to eat bugs and plants. It is winter now, so many animals are not out and about. Spider webs decorate many of the dormant plants and surrounding structures while small pill bugs roll up at the feeling of footfalls on the earth.